Linking auditory and visual input through audiotapes of text: A technique to enhance reading, academic achievement, and attitude toward reading of at-risk adolescents

The problem. This study's purpose was to analyze the effects of two methods of presentation of instruction on middle school students who were reading significantly below grade level: (1) an audio-visual presentation in which students listened to tape recordings of their textbooks and school-assigned novels while they simultaneously read; and (2) a visual approach in which students read their textbooks and school-assigned novels without read-along tapes. The underlying question was whether or not linking auditory and visual modalities might enhance the learning process of academically struggling adolescents in: (1) their academic achievement as measured by textbook tests and academic grades; (2) their reading comprehension as measured by standardized reading tests; (3) their attitude toward reading and self-image as measured by an attitude survey and anecdotal teacher and self observations. Methodology. Thirty-seven matched pairs of seventh-grade students scoring 1.5 years below grade level participated in a Pretest-Posttest Control-Group design. Students in the audio-visual treatment group simultaneously listened to and read along with tapes of chapters in their history textbook and English novels. Textbook chapters were recorded as guided reading assignments. No other accommodations were made. The Findings. No significant differences in mean gains were found between treatment and control groups in academic achievement or in reading vocabulary growth. However, significant differences (.05 level) in mean gains in reading comprehension as measured by two standardized reading tests were found in favor of the treatment group. A subgroup of 16 matched pairs was examined for change in attitude toward reading: greater gains in mean change of attitude were found in favor of the treatment group. Conclusions and recommendations. The researcher concluded that read-along tapes of textbooks and novels are efficacious for certain adolescent students reading below grade level, particularly with regard to reading comprehension, but it is unclear how to determine which students will respond favorably. It appears that when students reach the stage when their reading comprehension and rate exceeds that of their listening comprehension, read-along tapes are no longer of value.